NCEA Level 1 Social Studies (91039) 2014 — page 1 of 3
Assessment Schedule – 2014
Social Studies: Describe how cultures change (91039)
Evidence Statement
Achievement
“Describe” typically involves giving an account of:




the cultural change
the individuals / groups / society(s) involved
points of view about the change
the use of relevant social studies concepts.
Achievement with Merit
Achievement with Excellence
“Describe in depth” typically involves giving an
account of:
“Comprehensively describe” typically involves giving
an account of:
 the processes that led to the change
 contrasting points of view about the change.
 why the processes that led to the change were
important for the individuals / groups / society(s)
involved.
Evidence example – Smoking as a cultural change (Note: possible social studies concepts are shown in bold within body of text.)
The cultural change could include:
There was a steady increase in tobacco consumption, to a high in the 1950s and early
1960s. This happened because smoking became an increasingly popular, prevalent, and
sociable habit. Through this period, smoking was accepted and was often considered
healthy.
The decline in smoking per adult was very gradual until the mid-1980s, when stronger antismoking measures and increases in prices led to a decline of over 40% between 1984 and
1992. The drop in smoking stabilised until the early 2000s, when another burst of antismoking legislation had a strong impact. From 2000 to 2010 the decline in consumption
per adult was over 36%. Adults’ rate of smoking had declined to 15% by the latest census.
Census 2013 counted 463,000 adults who smoked one or more cigarettes a day,
compared with 598,000 at the previous census in 2006.
Descriptions of individuals / groups / society(s) involved could include:
Maori
Before Europeans arrived in New Zealand there was no local equivalent of tobacco. After
Europeans introduced tobacco as a means of trade, it was quickly taken up by Māori. In
1962 it was reported that 58% of Māori men and 70% of Māori women smoked. In 2011–
2014, 41% of Māori adults smoked. Data from the 2013 census showed that smoking
among Māori has dropped from 42.2% in 2006 to 32.7% in 2013.
Youth
Most New Zealanders begin smoking before they are 15 years old. 12.8% of youth aged
14–15 are regular smokers – 10.6% among boys and 14.9% among girls, according to
figures from 2007. This compares to 24.7% and 32.4% for boys and girls, respectively, in
Processes that led to the change
could include:
Legislation
Government legislation has helped
change the high levels of tobacco
consumption over time. One example
has been the introduction onto cigarette
packets of graphic images of the kinds
of damage smoking can cause. This
occurred in 2008.
Marketing
Cigarette advertising was banned in
print media in 1990, and tobacco
sponsorship was banned in 1995. From
2011 tobacco products and
advertisements had to be kept out of
sight in shops.
Contrasting points of view about the
change could include:
In response to legislation requiring
tobacco products and advertisements to
be kept out of sight in shops, Nelson
Bays Primary Health organisation CEO
Reasons why the processes
that led to the change were
important for the individuals /
groups / society(s) involved
could include:
Marketing
Sports and interest groups saw
a decline in their income after
1990. However, the situation
allowed firms and organisations
that did not want to be
associated with tobacco
companies the opportunity to
raise their profile. One such
example is Formula 1. This is a
motor sport which is highly
dependent on sponsorship
money. The withdrawal of
tobacco sponsors had been
anticipated to cause serious
damage to the sport. However,
a new wave of sponsors and
new styles of sponsorship
immediately began to take
advantage of the situation. One
NCEA Level 1 Social Studies (91039) 2014 — page 2 of 3
1999.
Points of view about the change could include:
Maori
The Cancer Society’s Chief Executive Dalton Kelly has said, “We can’t ignore the fact that
current smoking rates are disproportionately high among Māori. Taking action to reduce
smoking among Māori communities … should be a major health priority.” So he would be
happy that the census figures indicate a falling percentage of Māori smokers.
However, Graham Wipau’s statement that “My dad’s 63 and he’s been smoking since he
was 15 and he’s doing fine, so I’ll be all right,” presents a challenge to Mr Kelly, and may
help to explain why Māori smoking rates have not decreased as much as for other groups.
Youth
Quit Australia director Suzie Stillman states, “Young people are the bread and butter of the
smoking industry – they are the next generation of addicted smokers.” She is outlining the
pressure placed on young people by the tobacco industry to smoke.
Andrew Swanson-Dobbs said it was “a
brilliant step in a long-term battle to
eradicate tobacco use in our society”.
such example is Red Bull, the
energy drink manufacturer.
However, Bhaumik Desai of Kia Ora
Store in Motueka said he had not
noticed any changes in people’s
tobacco-buying habits since cigarette
advertisements had been kept out of
sight. “They know what they want
anyway. It doesn’t make any difference.”
Maggie Sandler is an 18-year-old Year 13 student. “I started at 15 because my friends
were, and it seemed like a cool thing to do. A lot of my friends smoke, particularly the girls.
I guess we know it’s not good for us, but we are still doing it.” Her comments reinforce
those of Ms Stillman. They also reinforce the statistics quoted in Resource C.
N1
N2
A3
ONE of:
 describes the
cultural change
 describes the
individuals / group(s)
/ society(ies)
involved
 describes points of
view about the
change
 uses relevant social
studies concepts.
TWO of:
 describes the
cultural change
 describes the
individuals / group(s)
/ society(ies)
involved
 describes points of
view about the
change
 uses relevant social
studies concepts.
Limited or partial
description of:
 the cultural change
 the individuals /
group(s) /
society(ies) involved
 points of view about
the change.
AND
N0/ = No response; no relevant evidence.
A4
M5
M6
E7
Demonstrates
Describes in depth:
Describes in depth:
Comprehensively
understanding of:
describes why a
 a process that led to  the processes that
process that led to the
 the cultural change
the change
led to the change
change was important
 the individuals /
 contrasting points of  contrasting points of
for the individuals /
group(s) /
view about the
view about the
group(s) / society(ies)
society(ies) involved
change.
change.
involved.
 points of view about
the change.
AND
 uses relevant social  uses relevant social
studies concepts.
studies concepts.
E8
Comprehensively
describes why the
processes that led to
the change were
important for the
individuals / group(s) /
society(ies) involved.
NCEA Level 1 Social Studies (91039) 2014 — page 3 of 3
Cut Scores
Score range
Not Achieved
Achievement
Achievement
with Merit
Achievement
with Excellence
0–2
3–4
5–6
7–8